## Multiple Multiples

“Can you show me another way?”

Multiple representations show students there is more than one correct way to do the math. This is an important message in itself.

Multiple representations also allow students to learn new mathematical concepts and procedures.

For example, division can be thought of as sharing or grouping.

8 Ã· 2 = 4 can be thought of as:

• I have 8 items. I share them equally between 2 people. Each person gets 4 items.
• I have 8 items. I put them in groups of 2. I can make 4 groups.

I prefer the adjective flexible over multiple. Adaptability of, not number of, is what is important.

To learn how to divide integers and fractions, students must be able to visualize both representations.

For example, -8 Ã· 2 can be thought of as sharing equally between 2 groups. Each group contains four negative counters. However, -8 cannot be put in groups of +2.

Alternatively, having a negative number of groups does not make sense. However, -8 can be put into groups of -2.

Think about why 6 Ã· Â½Â is 12 (without simply applying the invert and multiply rule). Having a fraction for the number of groups doesn’t make sense. However, students can explore how manyÂ halves there are in 6 using pattern blocks or number lines.

3 Ã— 2 is more than simply 3 groups of 2. Â An understanding of an area model of multiplication helps students to learn two-digit multiplication.

An understanding of this model will help students make connections between multiplying binomials and multiplying two-digit numbers.

As a secondary department head pointed out a meeting last year, teaching how to multiply binomials may be easier than teaching how to multiply two-digit numbers â€“ in algebra, there isn’t the added complication of place value.

Now if only we would stop using the term FOILâ€¦

## Revisiting Pictorial Representations of Functions

The K-7 word walls were developed by my Numeracy Helping Teacher colleagues to help students and teachers communicate mathematically. They were not meant to ‘teach’ concepts but to help make visual and conceptual connections. The cards have been very popular with Surrey teachers. The Math 8 cards have been created and we will be sharing them with Surrey secondary teachers starting in September.

See the sample cards to the right. In an earlier post, I mentioned how concrete and pictorial representations of linear functions can enhance understanding. For example, in the expression 2n + 1, the coefficient of 2 can be interpreted as adding 2 tiles as the pattern continues.

The coefficient can also be visualized in another way. It may be easier to describe by looking at the card for constant. In the first figure, we can see two groups of one (one white square above the red square and one white square to the right of the red square). In the second figure, we can see two groups of two (one group of two white squares above the red square and one group of two white squares to the right of the red square). Similarly, in the third figure, we can see two groups of three. Finally, in the nth figure, there will be n groups of 2, or 2n, white tiles.

This can also be an interesting investigation when teaching quadratic functions (or a challenging extension when teaching linear functions). In the pattern to the right, the red squares in the first figure make a 2-by-3 rectangle. The red squares in the second figure make a 3-by-4 rectangle. We can see a 4-by-5 rectangle in the third figure. In the nth figure, there will be a rectangle with width nÂ and lengthÂ n + 1 . In each figure, there are also two white squares. Therefore, the expression is n(n + 1) + 2.

This pattern, too, can be be visualized in another way. For example, in each figure, the red tiles can be seen as being made up of a square and a rectangle. In the first figure, we can see 2 squares on top of a 2-by-2 square. In the second figure, we can see 3 squares on top of a 3-by-3 square, and so on. In the nth figure, there will be n squares on top of an n-by-n square. Remembering the 2 white squares, the expression is n^2 + n + 2.

The two expressions are equivalent but reflect different ideas.

How do you know that a relationship is linear? quadratic?
How are the pictorial representations of linear and quadratic functions the same? different?

To see more on this approach, visit I Hope This Old Train Breaks Down.

One more thingâ€¦ I purposely did not circle the groups and shapes discussed aboveâ€¦ I didn’t want to take away the fun of visualizing them for yourself.